13 results
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2. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
- Author
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2018
3. School Counseling: A Comparative Study in 12 Countries
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, and Spasenovic, Vera
- Abstract
This paper presents results of a comparative international study on some aspects of school counseling in the following 12 countries: Austria, Bulgaria, Croatia, Denmark, Ireland, Malta, North Macedonia, Russia, Serbia, Slovenia, UK, and USA. The authors explain the multifunctional character of school counseling, give an idea of establishing a research field that could be called 'comparative school counseling studies', show the original terms in individual countries, and compare six aspects of school counseling: 1) legislative framework; 2) position requirements; 3) role of school counselors; 4) functions of school counselors; 5) interaction; and 6) ratio. The paper concludes with a long list of qualities school counselors are expected to possess. This is a document study chiefly based on examining, systematizing and comparing national documents (laws, reports, instructions, advices, position requirements, ministerial orders, recommendations, strategies, and statistics) on school counseling.
- Published
- 2020
4. Are We Still at War with the Other: Media Language Now and Then on Roma, Gypsies and Travellers.
- Author
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Cheshmedzhieva-Stoycheva, Desislava
- Subjects
ROMANIES ,ATTITUDES toward language ,TRAVELERS ,MINORITIES ,OTHER (Philosophy) - Abstract
The focus of the paper is upon a comparison of the language media in Bulgaria and the UK when talking about ethnic minorities, and more specifically on Roma in Bulgaria and Gypsies and Travellers in the UK. Applying the sociocognitivist approach within the Critical discourse studies (van Dijk 2016), I revisit one of the most frequent metaphors, i.e. the one related to WAR, used by the media at the beginning of the century (2001-2005) and in 2020-2022. The reason to select that particular device is the fact that metaphors reflect thinking patterns and emotions that people share and are conducive to the establishment of a generalized image of various phenomena, and, in this particular case, of an ethnic group. At the same time, I hypothesize that the pandemic would probably take media attention away from ethnic minorities and thus coverage of the groups would be scantier and the language, in case there are articles on Roma and Gypsies and Travellers, more neutral and void of metaphors. The corpus for the analysis at hand comprises some of the most popular dailies circulated online in Bulgaria and the UK. The analysis has shown that despite the time difference and the pandemic, the attitude and the language the Bulgarian and the British media use in their presentations of this ethnic group in particular has not changed significantly and has not been affected significantly by Covid-19. [ABSTRACT FROM AUTHOR]
- Published
- 2023
5. New Challenges to Education: Lessons from around the World. BCES Conference Books, Volume 19
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]
- Published
- 2021
6. Lifelong Learning: Capabilities and Aspirations
- Author
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Ilieva-Trichkova, Petya
- Abstract
The present paper discusses the potential of the capability approach in conceptualizing and understanding lifelong learning as an agency process, and explores its capacity to guide empirical studies on lifelong learning. It uses data for 20 countries from the Adult Education Survey (2007; 2011) and focuses on aspirations for lifelong learning. The study results show that there are considerable country differences in the level of people's aspirations. They highlight the fact that, despite the growing emphasis on lifelong learning, the level of aspirations has decreased in half of the European countries. However, this decrease occurs to a greater extent among people who did not participate in lifelong learning, but wanted to participate, than among people who had already participated in some form of education or training in the previous 12 months. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
- Published
- 2016
7. Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13. Number 1
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian, Ogunleye, James, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian, Ogunleye, James, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of BCES Conference Books is published in 2 parts. Number 1 of the volume contains papers submitted to the XIII Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, 10-13 June 2015. Number 2 of the volume includes papers submitted to the III International Partner Conference of the International Research Centre (IRC) "Scientific cooperation," Rostov-on-Don, Russia. Such a partner conference has been organized as part of the BCES Conferences for the past three years. The XIII BCES Conference theme is Quality, Social Justice and Accountability in Education Worldwide. The book consists of an introductory chapter by J. P. Rossouw and 58 papers written by 91 authors that are grouped into 6 parts. Part 1: Comparative Education & History of Education contains the following: (1) The Crisis in World Education and Comparative Education (Charl Wolhuter, Konstantinos Karras & Pella Calogiannakis); (2) Torsten Husén--A Co-Founder and Chairman of IEA from 1962 to 1978 (Teodora Genova); (3) Comparing Labor Insertion of Graduates from Two Areas of Knowledge in Three Mexican Localities (Marco Aurelio Navarro Leal & Ruth Roux); (4) A (New) Discursive Framework for Dealing with the Problem of Unsafe Schools (Johannes L. van der Walt) (5) Beyond Tolerance: Educating for Religious Respect and Hospitality in Pedagogic-Multilogical Sanctuaries (Ferdinand J. Potgieter); (6) Pedagogy of Discernment, New Wine in Old Skins? A Response to Potgieter (F. J. Nieuwenhuis); (7) A Study on the Type of School during the Dawn of Modern Education in Bhutan (Takehiro Hirayama); (8) Jerusalem and Istanbul: Juxtaposing and Personifying Ancient Cities for a 21st Century Readership (Regan Treewater-Lipes); (9) The Concepts "Benchmarks and Benchmarking" Used in Education Planning: Teacher Education as Example (H. J. Steyn); (10) Understanding Policy Intentions is Critical for Successful Policy Implementation within the Technical and Vocational Education and Training College's Sector (Ntlantla Sebele); and (11) The Quality of Gymnasium Education in the Banal Croatia in the Era of Neoabsolutism (1854-1860) (Arijana Kolak Bošnjak). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles, contains the following: (12) Competence-Based Approach in the Education of Pedagogues--Comparative View (Klara Skubic Ermenc & Nataša Vujisic-Živkovic); (13) Educating Teachers for Intercultural Education (Klara Skubic Ermenc); (14) Becoming a Student: The Liminal Experience (Amanda S. Potgieter); (15) Teachers' Perceptions of and Solutions for Student School Failure (Slavica Maksic); (16) Quality through Holistic Simplicity (Johannes A. Slabbert); (17) Has the Change of Educational Paradigm Reached Every School and Every Class? (Sandra Ozola & Inga Riemere); (18) In-Service Training Programmes for Inclusive Education in Serbia--Offer and Implementation (Nataša Matovic & Vera Spasenovic); (19) Obstacles to Special Education for Students with Intellectual Disabilities in Turkey (Bekir Fatih Meral); (20) Coaching Process Based on Transformative Learning Theory for Changing the Instructional Mindset of Elementary School Teachers (Milintra Kawinkamolroj, Charinee Triwaranyu & Sumlee Thongthew); and (21) Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher (Nadrudee Chitrangsan, Wichai Sawekngam & Sumlee Thongthew). Part 3: Education Policy, Reforms & School Leadership contains: (22) School Led Training: An Examination of the School Direct Recent Policy Initiative in England Making Schools Leaders in the Education of Teachers (Gillian L. S. Hilton & Helen Tyler); (23) School Led Training: An Investigation into the New School Direct Initiative for Teacher Education in England, the Experiences of Trainees and Trainers (Gillian L. S. Hilton & Helen Tyler); (24) Current Situation and Reforms Making Way for Future Positive Developments in the National Education System of Bulgaria: An Overview (Teodora Genova); (25) The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia (Živka Krnjaja); (26) Evaluation of School Education in Serbia (Emina Hebib, Vera Spasenovic & Zorica Šaljic); (27) Early Childhood Education and Care (ECEC) Quality Standards in the Republic of Ireland and the Republic of Serbia: Two Discourses of Quality (Dragana Pavlovic Breneselovic); (28) Social Justice and Music Education: Toward a Multicultural Concept of Music Education (Snježana Dobrota); (29) Social Justice, Education and School Social Work in Turkey (Ural Nadir & Mehmet Can Aktan); (30) Government Expenditures on Education as the Percentage of GDP in the EU (Fran Galetic); (31) Teaching and Assessment Practices at the National University of Lesotho: Some Critical Comments (Tebello Tlali & Lynette Jacobs); (32) The Flexibility of the Curriculum as a Strategy for Exercising Social Justice in Public Universities (Amelia Molina, José Luis Andrade & Christian Ponce); and (33) Education as an Environmental Tool (Claudio-Rafael Vasquez-Martinez, Clara Gonzalez, Fatima Carrillo, Luis Delgado, Miguel Alvarez, Maria Morfin-Otero). Part 4: Higher Education, Lifelong Learning & Social Inclusion contains: (34) Students' and Teachers' Perceptions of a "Successful" Lifelong Learning Training Intervention--An EMILIA Project Research Report (James Ogunleye, Chris Griffiths & Peter Ryan); (35) Living with Anxiety Disorders--Unemployment as a Barrier to Social Inclusion (Julian Anczewski & Marta Anczewska); (36) Using Contact and Education as a Means of Combating the Stigma of Mental Illness: An Example of a Polish Foundation "EF Kropka" (Anna Chrostek, Janina Sonik, Joanna Krzyzanowska-Zbucka, Piotr Switaj, Izabela Nowak, Marta Anczewska); (37) Recovery-Oriented Services--the Role of Training in Transformation (Izabela Nowak, Piotr Switaj & Marta Anczewska); (38) A Virtual World Case Study --Quality, Social Justice, and Accountability in a Simulation-Based Educational Environment (Susan Stockton & Terry McNeeley); (39) Challenges and Hurdles. Examining VET Transition Systems in Different European Countries--Due to Participation of Vulnerable Groups (Maren Gag & Joachim Schroeder); (40) Social Responsibility and Envy: Multicultural Reflections (Alberto G. Canen & Ana Ivenicki); (41) Education of Students with Special Educational Needs and Their Inclusion in the Community (Gordana Stankovska, Slagana Angelkoska & Svetlana Pandiloska Grncaroska); (42) Children Voices in Research (Tijana Borovac); (43) The Interaction between Higher Education and Labour Market in Changing Economic Environment (Aija Gravite); (44) Neoliberal Values and Disability: Critical Approach to Inclusive Education (Ksenija Romstein); (45) Aging Memory is "Not" a Limiting Factor for Lifelong Learning (Dejan Lalovic & Vasilije Gvozdenovic); (46) Students' Plans for Lifelong Learning and Teaching (Marlena Plavšic & Marina Dikovic); (47) Assessment of the Implementation of the ERASMUS Programme in Turkey through the Experiences of Foreign Students Visiting Turkish HEI's (Sibel Burçer); (48) Teachers' Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldview in School Context (Bojana M. Dimitrijevic); and (49) Tutorship and Academic Trajectories in School: Comparative Study in Two Public Universities in Mexico (Emma Leticia Canales Rodríguez & Octaviano García Robelo). Part 5: Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education provides the following: (50) What Are the Implications of Tier 4 UK Immigration Rules and Policy for Non-EU Students? The Experiences of Students from Nigeria (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu & Helen Ayinde); (51) The Challenges Faced by Eastern European Students within a 16-19 Education Setting in the United Kingdom (Shade Babalola); (52) Doctoral Students' Understanding of Legal and Ethical Obligations in Conducting Education Research (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu, Steve Azaiki, Charles Nna Dikeh); and (53) "A Game for All Shapes and Sizes": Safeguarding Children from Sporting Mismatches (Steve Greenfield). Part 6: Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research provides: (54) Developing Educationists as Globally Competent Education Law Researchers for International Interdisciplinary Research: A South African Perspective (Johan Beckmann & Justus Prinsloo); (55) Understanding the Nature of Structures in Education: Recent Developments (Johannes L. van der Walt); (56) Developing Research Capacity through Professional Training (Lynette Jacobs); (57) Martini Qualitative Research: Shaken, Not Stirred (FJ (Jan) Nieuwenhuis); and (58) Enriching Higher Education Training through Values and Social Engagement (Gustavo Gregorutti). Individual papers contain references. [For "Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13, Number 2," see ED568600.]
- Published
- 2015
8. Teaching of Topology and Its Applications in Learning: A Bibliometric Meta-Analysis of the Last Years from the Scopus Database
- Author
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Vizcaíno, Diego, Vargas, Victor, and Huertas, Adriana
- Abstract
In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.
- Published
- 2023
9. Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted through the e-Assessment Process?
- Author
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Whitelock, Denise, Edwards, Chris, and Okada, Alexandra
- Abstract
The EU-funded TeSLA project -- Adaptive Trust-based e-Assessment System for Learning (http://tesla-project.eu) -- has developed a suite of instruments for e-Authentication. These include face recognition, voice recognition, keystroke dynamics, forensic analysis and plagiarism detection, which were designed for integration within a university's virtual learning environment. These tools were trialed across the seven partner institutions: 4,058 participating students, including 330 students with special educational needs and disabilities (SEND); and 54 teaching staff. This paper describes the findings of this large-scale study where over 50% of the students gave a positive response to the use of these tools. In addition, over 70% agreed that these tools were "to ensure that my examination results are trusted" and "to prove that my essay is my own original work". Teaching staff also reported positive experiences with TeSLA: the figure reaching 100% in one institution. We show there is evidence that a suite of e-authentication tools such as TeSLA can potentially be acceptable to students and staff and be used to increase trust in online assessment. Also, that while not yet perfected for SEND students it can still enrich their experience of assessment. We find that care is needed when introducing such technologies to ensure building the layers of trust required for their successful adoption.
- Published
- 2020
10. Implementing Global Citizenship Education in EU Primary Schools: The Role of Government Ministries
- Author
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Tarozzi, Massimiliano and Inguaggiato, Carla
- Abstract
According to recommendations of the UN Secretary General's Global Education First Initiative, countries and regions require a number of structural changes if they are to implement educational policies and practice based on global citizenship education, and to promote respect and responsibility across cultures. In this paper, we present the first results of a three-year project to compare existing educational policies, strategies and school curricula in ten European Union (EU) countries (Austria, Bulgaria, Czech Republic, France, Ireland, Italy, Latvia, Spain, Portugal, UK) to ascertain the current level of such structural changes. Through a comparative policy analysis, we investigated whether, to what extent, and how global citizenship education is integrated within primary school curricula. The article focuses on national governmental agencies--specifically two main bodies in each country, the ministries of foreign affairs and education--and their political discourses. We argue that the gap between the two traditions, with separate approaches, purposes, concepts and bureaucracies, represents a strategic political challenge for the introduction of global citizenship education in primary schools.
- Published
- 2018
11. Does Variation in the Extent of Generalized Trust, Individual Education and Extensiveness of Social Security Policies Matter for Maximization of Subjective Well-Being?
- Author
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Valeeva, Rania F.
- Abstract
In this paper, I examine whether generalized trust and education, as well as social security policies of welfare state institutions matter for cross-national differences in subjective well-being (SWB), because knowledge on this issue is still lacking. For this purpose I integrated the insights of two sociological theories: Social Function Production theory and Actor-Centred Institutionalism. Based on these theoretical notions we derived several hypotheses, which I tested using multilevel analysis of the data from the European Social Survey (2006), in a sample of 37,237 respondents from 22 European countries. My findings indicate that various extensiveness of social security policies matter for the level of SWB, and for the impact of education on SWB. I found negative impact of low education on SWB in all countries, except in Northern and Western European countries. This might suggest that social security policies of the latter countries have diminished the negative impact of low education on SWB. Moreover, my findings indicate positive relationship between individual education and generalized trust; as well as between generalized trust and SWB in countries with all five types of social security policies.
- Published
- 2016
12. Cross-Cultural Variation in Political Leadership Styles.
- Author
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Paramova, Petia and Blumberg, Herbert
- Subjects
CROSS-cultural differences ,POLITICIANS ,MULTIVARIATE analysis ,TRANSFORMATIONAL leadership ,THEORY of knowledge - Abstract
Guided by gaps in the literature with regard to the study of politicians the aim of the research is to explore cross-cultural differences in political leaders' style. It compares the MLQ (Avolio & Bass, 2004) scores of elected political leaders (N = 140) in Bulgaria and the UK. The statistical exploration of the data relied on multivariate analyses of covariance. The findings of comparisons across the two groups reveal that compared to British political leaders, Bulgarian leaders were more likely to frequently use both transactional and passive/avoidant behaviours. The study tests Bass's (1997) strong assertion about the universality of transformational leadership. It contributes to the leadership literature by providing directly measured data relating to the behaviours of political leaders. Such information on the characteristics of politicians could allow for more directional hypotheses in subsequent research, exploring the contextual influences within transformational leadership theory. The outcomes might also aid applied fields. Knowledge gained of culturally different leaders could be welcomed by multicultural political and economic unions, wherein understanding and allowances might aid communication. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
13. Questioning Discrimination through Critical Media Literacy. Findings from Seven European Countries
- Author
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Ranieri, Maria and Fabbro, Francesco
- Abstract
This paper presents the main findings of an action-research study that took place in seven European countries in order to develop effective educational responses to prevent and combat discrimination. The study entailed the design of media and citizenship education activities, their implementation in the different educational contexts and the evaluation of their effectiveness in raising young people's awareness of discrimination. The results of the study shed light both on the advantages and constraints of educational practice, variations that often depend on the specific cultural and social context. On the one hand, the analysis and the evaluation of educational experiences suggest that critical media literacy can enable the development of critical reading/viewing skills as well as acts of participatory and inclusive citizenship that question derogative and essentialist media representations of the Other. On the other hand, the results highlight the difficulty of promoting young people's awareness of discrimination through active methods of teaching and learning or through media content which is far from young people's experience, interests and concerns.
- Published
- 2016
- Full Text
- View/download PDF
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